Difference between TD and EB groups on CBCL scales.

Difference between TD and EB groups on CBCL scales.

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Various factors may contribute to the emergence of externalizing behavior (EB) problems in the preschool period. At the child level, temperament and executive function (EF) seem to play an important role, as well as environmental variables such as household chaos. In this study, we examined the profiles of 49 EB preschoolers compared to 49 typicall...

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Context 1
... the test-retest stability correlation for the total score is .74 (Matheny et al., 1995). ...
Context 2
... < .001 for aggressive behaviors scale), the difference is larger for the aggressive behav- iors scale (see Figure 1). On the Conners scales, parents of the EB children rated their children as presenting more difficulties on all four scales (conduct problems, hyperactiv- ity, impulsivity and learning problems) rela- tive to parents of the TD group. ...

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... One phenotype to assess biological differences includes child temperament, which can be defined as a constellation of biologically based traits that contribute to the way a child experiences and reacts to the world (Shiner et al., 2012). Studies of child temperament indicate that greater temperamental negativity is associated with increased engagement in externalizing behaviors Figgee, 2018;Volckaert & Noël, 2018), suggesting that child temperament may act as a "risk factor" for later externalizing. Furthermore, in conjunction with adverse environmental experiences (e.g., low family cohesion), this vulnerability due to temperamental negativity may be amplified Rabinowitz, Osigwe, et al., 2016). ...
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Biological and genetic factors, as well as contextual influences, contribute to the etiology of externalizing behaviors in children and adolescents. The current project used a longitudinal design to examine how individual vulnerability for externalizing behavior is influenced by the interplay among biological/genetic and environmental factors, and how this occurs across development. We investigated the influence of dopamine receptor D4 genotype (DRD4), child temperament, and household chaos on children's externalizing behaviors using a sample of twins/triplets tested at the ages of 4 and 5 years (n = 229), including a subset of these who were tested again in middle childhood (ages 7-13 years; n = 174). Multilevel linear regression modeling demonstrated that the DRD4-7repeat genotype, 4-year-old negative affectivity, and household chaos at the age of 4 years were related to 5-year-old externalizing behaviors. Stability in externalizing behaviors from the age of 5 years to middle childhood was demonstrated. A significant interaction between DRD4 and household chaos showed that children with no 7-repeat DRD4 alleles had significantly higher levels of externalizing in homes with extremely low levels of parent-reported chaos, suggesting a "goodness-of-fit" pattern of gene-environment interaction. These findings suggest that risk for childhood externalizing behaviors is likely multifaceted and differs across developmental periods.
... Children can perform both tasks by age 3 (Anderson & Reidy, 2012;Garon, Bryson, & Smith, 2008). Most studies agree that inhibition and working memory are related to externalizing behavior (Thorell & Nyberg, 2008;Volckaert & Noël, 2018). Thorell and Nyberg (2008) conclude that inhibition and working memory tasks represent the behavioral level of attentional problems. ...
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Executive functions allow the regulation of behavior and emotions. This study aimed to analyze the association of executive functions with externalizing and internalizing behaviors in 30 Mexican preschoolers with typical development (age M = 53.63 months; SD = 7.83 months; 40% girls) from homes of middle-low socioeconomic status. Behavioral and cognitive measures were used to assess executive functions and analyzed them using robust statistical methods. We found that executive functions are related to externalizing and internalizing behaviors at the behavioral level. Only Forward Digit Span predicts attentional problems. Individual differences in children's cognitive development in a Mexican context were addressed, and they have clinical and educational implications.
... . (Hardaway, Wilson, Shaw, & Dishion, 2012;Volckaert, & Noel, 2018) . ...
... . , (Volckaert & Noel, 2018). ...
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Objectives: This study aimed to identify the structural relationships among household chaos, maternal negative parenting behavior, child execution function, and child aggression; further, it demonstrates the mediating effects of maternal negative parenting and child execution function on the relationship between household chaos and child aggression.Methods: The participants comprised 206 children, aged between 3 and 5, and their mothers. This study observed Cronbach’ α and the descriptive statistics and performed frequency analysis, one-way random analysis, and partial correlation analysis via SPSS 20.0 program. The bootstrapping method was used to examine the mediating effect while the structural equation model analysis was performed using AMOS 22.0.Results: First, child aggression was positively associated with household chaos, mother’s intrusiveness, coercion, and neglect parenting but negatively associated with child inhibition, transition, working memory, and satisfaction delay tasks. Second, maternal negative parenting and child executive function were shown to mediate sequentially in the relationship between household chaos and child aggression. It was also found that maternal negative parenting and child executive function were partially mediated in the relationship between household chaos and child aggression.Conclusion: The data suggest the importance of mediating the effects of maternal negative parenting and child executive function on the relationship between household chaos and child aggression. These findings could highlight the significance of child executive function for the development of aggression and provide the basic data for the program to help those children who show aggressive behaviors in their early childhood educational institutions along with the evidence of parental education programs.
... Hence, the children of this study were not selected on the basis of EF difficulties but according to their EB level. Even if we know that EF difficulties are a risk factor for developing EB, we know that all children with EB do not present weak EF functions [58]. Possible future studies might consider running the same program but only on children with EB and associated poor EF. ...
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The purpose of this study was to investigate the effects of kinder training on preschool children’s externalizing behavior in the classroom. This study utilized a single-case design. Two preschool teachers facilitated weekly individual play sessions with two students frequently exhibiting externalizing behavior. The findings provide support for kinder training as an effective play-based teacher-intervention model that can improve children’s externalizing behavior. Results demonstrated that both student participants showed improvement in externalizing classroom behavior during the intervention phase. Both teacher participants reported observing positive changes in the student participants’ externalizing behavior and teacher-student relationships.